372 INFORMATIVE SPEECHES FOR ANALYSIS AND DISCUSSION
Sign Language
1 [The speaker begins by using Signed English to express the words, “You are my friend.”]
Do you know what I just told you? The message I communicated probably escaped most of you.
Communication through hand motions is something we do all the time without even thinking
about it. For most of us, it’s a supplement to spoken language. But for many deaf and hearing–
impaired people, sign language isn’t just a supplement, it’s a primary mode of communication.
2 I’m not an expert in sign language, but I’ve been interested in it for several years. My fa-
ther is the treasurer for a group of deaf and hearing–impaired people, and I’ve attended some
functions with that group. At those times, I had a chance to learn bits and pieces of sign language.
I also had the chance to learn more in researching for this speech.
3 In the speech, I’d like to first give you a bit of background about sign language. Then I’d
like to teach you how to sign one important sentence, the one I started with: “You are my friend.”
By sharing this sentence with you, I hope to help you realize that sign language is just as expres-
sive as spoken language. Let’s start with a little background.
6 Some people think that sign language is a primitive substitute for spoken language, but
in fact sign language is just as rich and expressive as spoken language. For example, Karen
Nakamura states in the online Deaf Resources Library that American Sign Language “should
not be considered in any way to be a broken, mimed, or gestural form of English.” According to
Nakamura, ASL is a complex, full, and natural language in its own right, with “its own beautiful
grammar.”
7 Keeping these points in mind about sign language, let’s return to the sentence I started
with and see if we can learn the signs for “You are my friend.” [At this point, the speaker begins
her demonstration of how to sign, “You are my friend.” Each of the signs she discusses in para-
graphs 7–13 is accompanied by a demonstration that explains the steps in making the sign.]
SIGN LANGUAGE 373
8 First, make the sign for “you” with your right hand. Extend your index finger and point at
a classmate.
9 The word “are” is interesting because it starts with the letter “R.” To make the sign for
the letter “R,” extend your index finger and wrap your next finger around it. This is the sign for
the letter “R.” Now we’re going to make the word “are.” Just put your fingertips under your chin
and arc outward.
10 “My” is easy. It’s just an open right hand. Put your palm inward on your chest.
14 In closing, I hope you learned that sign language is just as expressive as spoken language.
Think back to the way we signed “friend.” That sign isn’t an arbitrary combination of empty
symbols. It’s a visual depiction of the way friends really are—interdependent, interlocked. In
addition to learning how to sign the sentence “You are my friend,” I hope you’ll also take away
from this speech a new appreciation for the complexities of sign language.
374 INFORMATIVE SPEECHES FOR ANALYSIS AND DISCUSSION
Sign Language
Commentary
A first–rate informative speech, “Sign Language” illustrates how a speaker can use a demonstration, as
well as audience participation, to communicate ideas and to get listeners involved in the speech. Here is
a synopsis.
Specific Purpose: To inform my audience about the richness of sign language and the steps involved
in signing a simple sentence.
Central Idea: By learning how to sign a simple sentence, we can see that sign language is just as ex-
pressive as spoken language.
Method of Organization: Topical
Introduction: The introduction consists of the first three paragraphs. The speaker gains the audience’s
attention in paragraph 1 by making a series of gestures while she remains silent. Doing so
arouses the curiosity of the audience, a move that the speaker reinforces by asking, “Do you
know what I just told you?” After noting that, for most people, gestural communication is a sup-
plement to spoken language, the speaker ends paragraph 1 by revealing that the topic of her
speech is the use of sign language by deaf and hearing–impaired people.
Paragraph 2 provides an excellent example of how classroom speakers can establish their
credibility. After acknowledging that she is not an expert on sign language, the speaker explains
that she has long been interested in the topic as a result of her interaction with a group of deaf
Body: The first main point in the body provides background information about the two types of sign
language used in the United States. In paragraph 4, the speaker identifies those types as Signed
English and American Sign Language. In paragraph 5, she uses figures from the National Center
for Health Statistics to show the number of Americans with hearing impairments and to document
the fact that American Sign Language is the fourth most used language in the United States. In
paragraph 6, she uses expert testimony to emphasize the richness and complexity of sign
language. In keeping with the guidelines for using supporting materials, she identifies the source
of her testimony (Karen Nakamura) and where the testimony was obtained (the online Deaf
Resources Library).
SIGN LANGUAGE 375
Conclusion: The speaker concludes in paragraph 14. She begins by re–emphasizing her central idea
that sign language is just as expressive as spoken English. Once again, she supplements her
verbal message with physical action—this time when showing the manner in which the sign for